<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-6442</journal-id>
<journal-title><![CDATA[Estudios sociológicos]]></journal-title>
<abbrev-journal-title><![CDATA[Estud. sociol]]></abbrev-journal-title>
<issn>2448-6442</issn>
<publisher>
<publisher-name><![CDATA[El Colegio de México A.C., Centro de Estudios Sociológicos]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-64422021000300831</article-id>
<article-id pub-id-type="doi">10.24201/es.2021v39n117.2052</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Entorno de enseñanza como factor para la permanencia del estudiantado. Validación de cuestionario]]></article-title>
<article-title xml:lang="en"><![CDATA[The Teaching Environment as a Factor in Student Retention. Validation of Questionnaire]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castelo Branco]]></surname>
<given-names><![CDATA[Uyguaciara Veloso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hideo Nakamura]]></surname>
<given-names><![CDATA[Paulo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hernàndez I Dobón]]></surname>
<given-names><![CDATA[Francesc Jesús]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Federal de Paraíba João Pessoa  ]]></institution>
<addr-line><![CDATA[ Paraíba]]></addr-line>
<country>Bazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Federal de Paraíba João Pessoa Departamento de Estadística ]]></institution>
<addr-line><![CDATA[ Paraíba]]></addr-line>
<country>Bazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universitat de València Instituto Universitario de la Creatividad y Innovaciones Educativas (IUCIE) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>39</volume>
<numero>117</numero>
<fpage>831</fpage>
<lpage>864</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-64422021000300831&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-64422021000300831&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-64422021000300831&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este artículo presenta la construcción y validación de la dimensión &#8220;entorno de enseñanza&#8221; como concepto clave en este trabajo, que hace referencia a la formación del estudiantado y las interrelaciones que se establecen entre este y el profesorado. Para su análisis semántico, el instrumento fue examinado por siete expertos. Para el análisis de consistencia se aplicó una prueba preliminar a 92 estudiantes de la Universitat de València (España) y a 37 de la Universidad Federal de Paraíba (Brasil). En el análisis semántico, el instrumento fue adecuado en términos de coherencia y validez para obtener informaciones sobre el entorno de enseñanza. En el análisis de consistencia, se constató un grado de contradicción G2 cercano a 0 (0.07). El grado de certeza G1 (0.75) indica que hay concordancia entre las proposiciones, como elemento importante para estudios sobre la permanencia en la educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This article presents the construction and validation of the &#8220;teaching environment&#8221; dimension as a key concept, which refers to the training of the student body and the interrelationships established between the latter and teaching staff. For the semantic analysis, the instrument was examined by seven experts and for the consistency analysis, a pre-test was administered to 92 students from the University of Valencia (Spain) and 37 from the Federal University of Paraíba (Brazil). In the semantic analysis, the instrument was adequate in terms of coherence and valid for obtaining information on the teaching environment. In the consistency analysis, a degree of contradiction G2 close to 0 (0.07) was found. The degree of certainty G1 (0.75) indicates agreement with the propositions as an important element for studies on student retention in higher education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="es"><![CDATA[entorno de enseñanza]]></kwd>
<kwd lng="es"><![CDATA[escala de actitud]]></kwd>
<kwd lng="en"><![CDATA[university education]]></kwd>
<kwd lng="en"><![CDATA[teaching environment]]></kwd>
<kwd lng="en"><![CDATA[attitude scale]]></kwd>
</kwd-group>
</article-meta>
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